Search

Context and purpose: In a context of land shortage with high rates of land degradation and soil erosion due to unsustainable agriculture practices in Burundi, vocational agriculture education needs to prioritize competencies that enable graduates to be effective change-agents in addressing sustainable agriculture challenges. This study aimed at identifying context-relevant competencies for change-agents to be able to foster sustainable agriculture. Methodology: The paper used the Delphi technique to collect data from 28 experts (comprising of 14 teachers and 14 practitioners). Findings: The findings identified 11 context-relevant competencies that are considered by experts to be most important for change-agents working on sustainable agriculture. The competence 'facilitator of change' was found to be most relevant and the recommendation is that it should be prioritized in vocational agriculture education curriculum design. Other competencies, such as innovation and creativity, planning, system thinking, domain expertise, continuous learning, interdisciplinarity, and leadership, were also indicated as highly relevant. The competencies stewardship, self-determination and engagement were considered to be comparatively less important, although still relevant. Practical implications: The findings of this study provide insight so that the curricula of vocational agriculture schools can be designed around forming a competence-based education model toward fostering sustainable agriculture. Theoretical implications: The paper contributes to sustainability competence theory by taking the debate to the domain of vocational agriculture education within the context of Burundi. Originality: The study utilized the Delphi process to capture the context-relevance of sustainable agriculture competencies that need to be prioritized in vocational agriculture education in Burundi.

Purpose: To explore young peoples' motivation for engaging in agricultural education. Autonomous and controlled forms of extrinsic and intrinsic regulation are discussed regarding young peoples' decision to pursue an agricultural education. Design/methodology/approach: A qualitative research approach was applied comprising of purposive and snowball sampling for 28 face-to-face, in-depth, semi-structured interviews. Findings: An understanding of the motivational regulations which mobilise young people to engage in agricultural education is provided. This paper sheds light on the psychological processes energising individuals to engage with agricultural education. Practical implications: The research highlights the importance of understanding motivation for engaging in agricultural education, and subsequent impacts on education programmes and educators. Theoretical implications: This paper contributes to pragmatic insights which demonstrate the importance of understanding young peoples' motivation for engaging in agricultural education. The paper builds on previous studies by using S.D.T. as a framework for understanding motivational processes within agricultural education. Originality/value: This paper supports an understanding of the motivational regulations which mobilise young people to engage with agricultural education.

Purpose: Learning and innovation networks for sustainable agriculture (LINSA) are considered drivers of innovation towards a more sustainable agri-food system. However, sustaining long-term funding remains a challenge for many networks. This paper aims to provide a comprehensive conceptualization of how funding relates to LINSA continuation and suggests a classification of relevant funding instruments. Design/Methodology/Approach: Being purely conceptual, this paper combines perspectives of strategic management and nonprofit finance with empirical insights from innovation network literature to develop a conceptual framework on LINSA funding. Findings: The conceptual framework suggests that thriving LINSA require both an appropriate funding mix, which corresponds with the benefits provided, and an anticipatory utilization of financial resources to build and maintain relevant intangible resources. The availability of funding instruments which incorporate these findings is crucial for successful LINSA. Practical Implications: The conceptual framework provides guidance to practitioners and policy makers who reflect on appropriate strategies and instruments for LINSA funding. Theoretical Implications: By integrating perspectives from different disciplines, namely the resource-based view and the benefits theory of nonprofit finance, this paper contributes to an increased understanding of funding in network organizations. Originality/Value: This is the first paper to offer an explicit conceptualization of how funding relates to LINSA development. It also provides a classification of relevant funding instruments.

Purpose: To advance understanding about the way endogenous knowledge on mangrove swamp rice (MSR) farming is transmitted, reinvented and negotiated between generations and highlight the implications this has for R4D. Design/Methodology/Approach: Long-term qualitative research using an ethnographic approach, technography and biographies of farmers. Findings: The endogenous Agricultural Knowledge and Innovation System (AKIS) is dynamic but faces shortcomings owing to socio-environmental changes. This highlights the relevance of knowledge exchanges from multiple sources, eroding the divide between endogenous and exogenous from the farmers' point of view. For positive exogenously induced socio-technical change to occur, external actors must fully understand the conditions under which (a) endogenous knowledge is produced and reinvented and (b) endogenous innovations flow among farmers. This will then allow the co-production of innovations adapted to each specific agro-ecological, cultural and socio-economic context, leaving them to be further transformed and refashioned by smallholders to meet their individual 'dispositions' and generate the roots necessary for a strong AKIS. Practical implications: This paper highlights the importance of locally embedded processes of learning and innovation, the better understanding of which can provide a more solid basis for the co-production of technologies and the establishment of an AKIS. Theoretical implications: This paper improves understanding of socio-technological change in smallholder agriculture by focusing on endogenous processes of learning and innovation. Originality: This paper advances the knowledge on endogenous processes of learning and socio-technical change in smallholder agriculture.

The Train-the-Trainer approach is widely used in Cooperative Extension education to efficiently disseminate research-based information to many clientele groups, including farmers. This paper compares the traditional Train-the-Trainer model to a comprehensive Collaborative Train-the-Trainer model and discusses weaknesses of the traditional model that are addressed in the Collaborative model. Sources of information used by farmers (growers) and overall effectiveness were measured through a survey instrument created and distributed to farmers in South and North Carolina. The Collaborative Train-the-Trainer model, which emphasizes peer-to-peer interaction and feedback loops, represents an enhanced approach for conceptualizing and implementing Extension educational programs.

A sustainable transdisciplinary research network was established through a research practice partnership (RPP) between an urban farm, faculty and staff from a Historically Black College (HBC), and researchers at a medium-sized private university. We investigate student-worker resilience at this urban farm situated on the HBC campus, drawing on literature that explores tensions between informal learning environments and formal spaces, equitable food systems and farming systems, as well as the resilience of farm work, and which is grounded critical food systems education theory. Utilizing a participatory design approach, we conducted semi-structured interviews and deductively analyzed the data. The research questions guiding this paper are: (1) What topics of discussion are most important to the student-workers and staff working on an urban farm, (2) How do student-workers and college staff members perceive and experience resilience on an urban farm? We found that what participants on an urban farm discuss, relating to their experiences, include (1) how participants were eager to "engage" with the local community, (2) how participants demonstrated "resilience" while working on the urban farm, (3) how "power dynamics" played a pivotal role informing the direction of the urban farm, (4) how participants consider community "access" to healthy foods an important mission for the farm, (5) how the college acted as a power wielding entity, perpetuating its "privilege" over the farmers and the farm operations. These findings have the potential to enable community organizing spaces to promote resilience for their volunteers and workers, and for urban farms top partner with their community to promote the mission of increasing access to healthy and affordable food options.

Serious video games provide a immersive learning environment for agriculture by simulating real-life challenges scenarios. However, empirical evidence of their effectiveness is sparse. This scoping review follows PRISMA-ScR guidelines to summarize literature on serious video games for agricultural learning, highlighting research trends and identifying gaps. We systematically searched nine prominent research databases for papers on serious video games for agriculture learning published between January 2000 and July 2022. Two independent reviewers conducted screening, data extraction, and synthesized the collected data using a narrative approach. The initial search identified 3,297 articles, of which 0.58% (n = 19) were included in the review. Most reviewed games were released in the last five years, with a predominant presence in the mobile platform. They commonly employed a simulation-based approach, featuring 2-D graphics and designed for single-player experiences. These games mainly target students, focusing on crop production and sustainable agriculture. Educational theories were often unspecified in the studies. Evaluation protocols primarily consisted of pilot studies, emphasizing user experience and knowledge enhancement. Positive outcomes, such as improved user experiences, knowledge, and attitude and behavior changes, were commonly observed in these studies. This study highlights advancements in using serious video games for agricultural learning over 20 years. However, it stresses the need for deeper exploration of game elements' impact on user experience and effectiveness. Creating games for underrepresented players and specific agricultural challenges is essential, as is enhancing theoretical foundations and learning approaches. Rigorous research designs are vital for assessing game effectiveness across short, medium, and long terms.

Purpose: This paper explores teacher perceptions of agriculture and the subsequent influence of these perceptions on student career pursual in the sector. Design/methodology/approach: This quantitative study used a post-workshop survey to evaluate 185 Technology Mandatory teachers' knowledge, experience and perceptions of the agricultural sector. Findings: Participant's connection to agriculture was related to their childhood and current school locations. Childhood upbringing in a town or rural setting also impacted participants having an agriculture-related qualification, the likelihood of encouraging students to consider a career in agriculture, and an increased understanding of the job opportunities in the sector. Practical implications: This study highlights the importance of direct experiences with agriculture to increase teacher knowledge and perception of the sector and to encourage agriculture as a potential career for students, particularly if a teacher's childhood or school location is in a major city. Theoretical implications: The findings of this research provide preliminary evidence that formative learning experiences, exposure and education has an impact on perceptions of agriculture and these in turn are associated with teacher endorsement of careers in this area to their students. Originality/value: There are limited studies that highlight the current perceptions of teachers in Australia about agriculture as a career.

With ever-increasing focus from policymakers on the potential of vocational education to provide skills for livelihoods and sustainability in the rural economy, this study set out to investigate attempts at curriculum reform by agricultural technical and vocational education and training providers in the context of the dual crisis -- 'climate and economic' -- in Zimbabwe. The question addressed is: How should the agricultural vocational education and training curriculum respond to the climate and economic crisis to ensure sustainability? The paper highlights enablers and barriers to curriculum responsiveness. Moll's model of curriculum responsiveness provided analytical lenses for the study. Data collection was through semi-structured interviews, focus group interviews, document analysis and observations, and analysed thematically. The study revealed that the climate crisis in Zimbabwe has affected both government and non-government vocational training centres in several ways. However, the curriculum was 'one-size fits all', focused on the needs of a formal labour market. Such a labour market has been decimated by the economic crisis and climate break down. Hence, providers of agricultural vocational education in rural areas ought to consider re-engineering the curriculum to be more responsive to a range of drivers, including climate change, especially within the rural context.

This paper considers the influence of course design on the capability of a vocational college to implement a student-centred learning approach to enhance academic student engagement. It is based on an action research project involving a course redesign within a vocational agricultural education setting that created a more student-centred approach and in turn enhanced academic student engagement compared to its traditional delivery. Phase 1 of research looked at academic student engagement in a traditional lecture format utilising a multi-methodological analysis. This analysis identified that one type of module presented a significant challenge with 0/16 classes rated as 'high engagement', primarily due to the subject content. Phase 2 redesigned a module of this type using a more student-centred learning approach to evaluate if this could enhance academic student engagement. Observations carried out on 24 classes of the redesigned module rated 21/24 as 'high engagement'. The redesign process enabled the use of a more student-centred learning approach albeit limited by requirements to comply with traditional quality assurance requirements of the current course design. This action research contributes a greater understanding of how the principles of course design need to be considered in seeking to enhance academic student engagement in vocational education.

To explore young peoples' motivation for engaging in agricultural education. Autonomous and controlled forms of extrinsic and intrinsic regulation are discussed regarding young peoples' decision to pursue an agricultural education. A qualitative research approach was applied comprising of purposive and snowball sampling for 28 face-to-face, in-depth, semi-structured interviews. An understanding of the motivational regulations which mobilise young people to engage in agricultural education is provided. This paper sheds light on the psychological processes energising individuals to engage with agricultural education. The research highlights the importance of understanding motivation for engaging in agricultural education, and subsequent impacts on education programmes and educators. This paper contributes to pragmatic insights which demonstrate the importance of understanding young peoples' motivation for engaging in agricultural education. The paper builds on previous studies by using S.D.T. as a framework for understanding motivational processes within agricultural education. This paper supports an understanding of the motivational regulations which mobilise young people to engage with agricultural education. [ABSTRACT FROM AUTHOR]

Experiential learning in food and agricultural higher education takes many different forms. This paper highlights an immersive, comparative approach to a graduate food studies course in the dairy sector. It explores how students in this class experience a particular combination of field trips, culinary workshops, hands-on activities, and classroom discussions, and explores how the structure and combination of these course elements contributes to reflection, critical thought, and a more nuanced and complex understanding of food systems (or not). Results suggest that this intensive compare/contrast approach to field trips and applied experiences, accompanied by multiple venues for in-depth verbal and written reflection on these experiences, can help facilitate (1) self-reflection, critical thinking, and broader systems thinking, (2) an understanding of and empathy towards conflicting views on food systems issues, and (3) an acceptance of and ability to work across differences, within the contradictions and complications that characterize food systems work. [ABSTRACT FROM AUTHOR]

The article explores the key role sustainability plays in the agricultural sector and its impact on local communities. With climate change and economic challenges on the rise, it is vital to focus on sustainable agricultural practices to ensure food security and well-functioning ecosystems. Throughout the article we highlight global and local initiatives that encourage sustainable agriculture, as well as the benefits to the environment and society, highlighting our shared responsibility to future generations, highlighting collaboration between farmers, communities, governments and international organizations. For the representativeness of what will be presented we use the creative platform Canva, the basic statistical information comes from the National Institute of Statistics (NIS) and FAOSTAT, the descriptive analysis is performed using the advanced tools offered by Microsoft Excel 365 and in addition to standard reference sources, we have also consulted recognized specialized websites, thus strengthening our perspective and providing readers with up-to-date and verified information. The purpose of this review is to examine the depth and breadth of the implications of sustainability in the context of agricultural work, highlighting the complex interconnections between agricultural practices, the environment and society. In conclusion, this article highlights the need for a collective and integrated approach to achieving sustainability goals in agriculture and building a more resilient and balanced future. [ABSTRACT FROM AUTHOR]

This paper considers the influence of course design on the capability of a vocational college to implement a student-centred learning approach to enhance academic student engagement. It is based on an action research project involving a course redesign within a vocational agricultural education setting that created a more student-centred approach and in turn enhanced academic student engagement compared to its traditional delivery. Phase 1 of research looked at academic student engagement in a traditional lecture format utilising a multi-methodological analysis. This analysis identified that one type of module presented a significant challenge with 0/16 classes rated as 'high engagement', primarily due to the subject content. Phase 2 redesigned a module of this type using a more student-centred learning approach to evaluate if this could enhance academic student engagement. Observations carried out on 24 classes of the redesigned module rated 21/24 as 'high engagement'. The redesign process enabled the use of a more student-centred learning approach albeit limited by requirements to comply with traditional quality assurance requirements of the current course design. This action research contributes a greater understanding of how the principles of course design need to be considered in seeking to enhance academic student engagement in vocational education. [ABSTRACT FROM AUTHOR]

With ever-increasing focus from policymakers on the potential of vocational education to provide skills for livelihoods and sustainability in the rural economy, this study set out to investigate attempts at curriculum reform by agricultural technical and vocational education and training providers in the context of the dual crisis – 'climate and economic' – in Zimbabwe. The question addressed is: How should the agricultural vocational education and training curriculum respond to the climate and economic crisis to ensure sustainability? The paper highlights enablers and barriers to curriculum responsiveness. Moll's model of curriculum responsiveness provided analytical lenses for the study. Data collection was through semi-structured interviews, focus group interviews, document analysis and observations, and analysed thematically. The study revealed that the climate crisis in Zimbabwe has affected both government and non-government vocational training centres in several ways. However, the curriculum was 'one-size fits all', focused on the needs of a formal labour market. Such a labour market has been decimated by the economic crisis and climate break down. Hence, providers of agricultural vocational education in rural areas ought to consider re-engineering the curriculum to be more responsive to a range of drivers, including climate change, especially within the rural context. [ABSTRACT FROM AUTHOR]

This agricultural development methods paper presents the Virtual Reality Facilitation, Application, Reflection, and Measurement (VRFARM) framework, an approach for integrating and evaluating Virtual Reality (VR) in agricultural education to enhance agricultural literacy. The VRFARM framework is adapted from Biggs' three key components-- - presage, process, and product. It draws upon the principles of student and teacher characteristics, teaching environments, instructional methods, and reflective and measurement-based evaluations. The framework proposes a mixed-methods approach for evaluation, examining qualitative and quantitative data from teachers and students engaged with VR in the classroom. VR, when appropriately integrated using the VRFARM framework, is designed to improve students' agricultural literacy, engagement, and awareness. Major recommendations include using the VRFARM framework to implement and evaluate professional development programs for educators on VR use and agricultural literacy, along with fostering further research exploring the long-term impacts, diversity of educational settings and geographical locations, and inclusivity of VR in agricultural classrooms. This study establishes the VRFARM framework as a practical and research-based framework for educators, evaluators, and researchers, marking a significant step towards more innovative and effective VR agricultural education. [ABSTRACT FROM AUTHOR]

Purpose: This paper argues that through information and communication technology (ICT) adoption, the youth will be engaged in all nodes of the agricultural value chains, thereby improving the level of employment and reducing post-harvest losses. The study examines the determinants of ICT adoption among the youth. In addition, it estimates the impact of ICT adoption on youth employment in agriculture towards the actualisation of the Sustainable Development Goals (SDGs), particularly SDG-8, to promote inclusive and sustainable economic growth, productive employment and decent work for all. Design/methodology/approach: The study engages data from Wave 4 (2018/2019) of the Living Standards Measurement Study – Integrated Surveys on Agriculture (LSMS-ISA). The logit regression, the propensity score matching and the inverse probability weighted regression adjustment are used as the estimation techniques. Findings: The study underscores that educational level, access to electricity, location, age and income are significant determinants of ICT adoption among the youth. The findings also show that the youth's average weekly engagement in agricultural activities is about 24 h. In addition, the result reveals that ICT adoption can increase youth agricultural employment by approximately 21%. The mean difference indicates that those with access to ICT participate in agricultural activities more than their counterparts without ICT access by 29.46%. Research limitations/implications: One of the limitations of the study is that some of the variables such as insecurity, social protection/safety nets, that may have a significant influence on youth agricultural participation where not included in the model due to data constraint. As a recommendation for further studies, given data availability, such variables should be considered when examining youth-agricultural employment nexus. Practical implications: Since ICT adoption has a significant impact on agricultural employment, this study proposes improved infrastructure facilities such as reliable power supply, lowering the cost of mobile and data subscriptions and better education facilities should be prioritised at all localities. This will enable the youth to embrace agriculture and help improve their socioeconomic welfare and livelihood. Originality/value: Using Wave 4 of the LSMS-ISA, logit regression, propensity score matching and the inverse probability weighted regression adjustment, makes this study one of the very few to examine the impact of ICT adoption on agricultural employment among the youth in Nigeria. It implies that this study has provided empirical evidence and expanded the frontiers of knowledge on the extent to which ICT adoption influences youth agricultural employment in Nigeria. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to conduct an empirical investigation of the theoretical and literature-based constructs related to the adoption of precision agriculture (PA) practices by young farmers. For this research, primary and secondary data are used. The sample includes 220 young farmers. Among the results of this research, farmers are aware of the positive effects of technology systems in agriculture. Also, young farmers seem to be familiar with precision agriculture and have already adopted some of its methods, but the high cost of investment prevents farmers from adopting such technology. Innovative technologies and production methods can help young farmers to be competitive in the worldwide market. [ABSTRACT FROM AUTHOR]

The primary trends defining the paths toward sustainable development in rural areas of Bulgaria underscore the significant influence of human resources., and the priorities are oriented towards stimulation of the vocational training and science based skills, obtained through appropriate education and specialized training, and leading to success in the development and management of the local economy. The tendency, related to the problem is highlighted as the shortage of adequately educated and skilled entrepreneurs capable of harnessing technological advantages in agricultural production and implementing innovative technologies. The goal of our study is related to investigation and summarization of basic tendencies in this aspect, within Bulgarian agricultural enterprises, the emphasis lies on the crucial connection between theoretical knowledge and hands-on experience, particularly highlighting the importance of educating and training agricultural producers. The education and practical application of scientific knowledge by those engaged in agriculture are vital components for achieving success and ensuring the sustainability of economic endeavours at the local level. By promoting education and training for individuals involved in agricultural activities in the agrarian sector, the agriculture guarantees its sustainable and efficient development, which without doubt reflects on the increase of the sustainability of the rural territories, as a whole. The results of the study formulate guidelines, conclusions and recommendations related to recognition of the need of ensuring the proper education and training of agricultural producers, especially in the realm of environmentally friendly practices and innovative technologies. In conclusion, the synthesized research findings provide insight into the tendencies in basic strategic documents supporting knowledge, as well as data for the educational status in the Bulgarian agrarian sector regarding the potential and significance of the human factor. Future guidelines for the study in the sphere of human resources are outlined in the modern agriculture and the Bulgarian rural territories. [ABSTRACT FROM AUTHOR]

A significant challenge of skill development in the Global South is providing meaningful opportunities for practical learning. While previous studies have explored this as a pedagogical challenge, in this paper, I take a geographical perspective, arguing the barriers to practical learning extend beyond pedagogy and often relate to socio-economic conditions. I draw on a study of a new agricultural skill development scheme in the states of Punjab and Himachal Pradesh in north India. Trainees enrolled in the scheme expressed strong desires for opportunities to 'learn by hand' (hāth se sīkhna), which training rarely provided and which were often availed in informal settings. The extent to which trainees found useful practical learning opportunities varied based on gender, caste and locality. Drawing on theories of communities of practice, I argue that the desired practical learning was marred not only by the inability or unwillingness of trainers to provide practical classes, but also by regionally specific factors, such as administrative constraints, local agrarian structure and regional patriarchies. This suggests that coordinating effective forms of practical learning requires regional-level strategies that are attentive to social and economic context. [ABSTRACT FROM AUTHOR]

Despite agriculture being the largest employer of young people, South Africa faces a youth unemployment crisis. The youth are increasingly disinterested in agriculture and often view it as a last resort in the absence of alternative employment opportunities. This paper explores strategies to change these negative perceptions and attract young people to agriculture. Drawing on twenty-two studies conducted over the past decade, national grade 12 statistics, University enrolments, yearbook reviews, and twenty job advertisements, I identify five key areas for intervention. First, the youth interested in agripreneurship need support to access financial and physical resources. They also need training offered jointly by tertiary institutions and the government. Second, agricultural education in primary and secondary schools will likely attract and retain youths to agriculture. Third, we need to reform the education system at all levels to ensure holistic student development opportunities, including the technical and soft skills required by agricultural sector employers. Fourth, our marketing strategies need reform; collaboration with the media is necessary to increase awareness and change youths' perceptions about agriculture and agricultural careers. Five, we need to strengthen the role of agricultural associations to bridge the gap between the agricultural sector and secondary and tertiary education institutions. [ABSTRACT FROM AUTHOR]

Growing public interest in understanding the origins and production methods of dairy products, driven by concerns related to environmental impact, local sourcing, and ethics, highlights an important trend. Nevertheless, a knowledge-trust gap persists between consumers and the dairy industry. Addressing this gap, in this paper, we developed an immersive virtual farm simulation to provide realistic on-farm experiences to the public. Within the virtual farm, users can explore various sites where dairy cows are raised and gain insights into dairy production processes using a head-mounted display (HMD). This simulation was demonstrated at local libraries, involving 48 public participants. We collected and analyzed participants' feedback on various aspects, including usability and their overall perceptions, to assess the simulation's effectiveness as an agricultural education tool. We investigated the impact of the virtual experience on participants' perceived knowledge gain and their awareness of the dairy industry. The results indicate that our dairy farm simulation was positively received as an effective tool for public education. Emphasizing the potential of virtual reality (VR) simulations in agricultural education and the industry, we discuss our key findings and future plans. [Display omitted] • Development process to build a realistic immersive simulation of a dairy farm for public education purposes. • Findings on the usability and user perception of the immersive experience for education purposes. • The system is an effective and useful tool for learning and the provision of information about the dairy industry. [ABSTRACT FROM AUTHOR]

This paper examines child labor response to parental education. Prior studies present anecdotal evidence with a causal interpretation of this relationship rarely explored. Hence, conditional on a range of parental characteristics and multigenerational co-residence, I use as a set of instruments grandparents' educational attainment to exploit plausibly exogenous variation in parents' schooling. I generally find evidence of a negative parental education impact on child labor outcomes. The effect of maternal education on household farm work, however, is not significant. With respect to potential mechanisms, the results suggest that engagement in nonfarm employment pursuits among educated parents may mediate these effects. [ABSTRACT FROM AUTHOR]

The Morrill Act of 1862 established agricultural and mechanical arts colleges by granting public lands to states to promote the liberal and practical education of (white, male, Christian) U.S. citizens of average means. In this paper, I use Charles Mills’ (1997) Racial Contract framework and Patrick Wolfe’s (2007) concept of corpus nullius to situate the Morrill Act in a white supremacist political system that intimately entwined settler-colonial expansion, agricultural knowledge production, and the founding of U.S. public higher education through creation of the land-grant universities.

This study highlights the need to recognize and train agricultural workers in essential non-technical skills to enhance workforce effectiveness and sustainability within the agriculture sector. Focused on the Gippsland region of Victoria, Australia, the research involved initial semi-structured interviews with three agricultural training managers to identify relevant non-technical skills for food and fibre workplaces. Representatives from twenty Gippsland food and fibre businesses were then surveyed to rate these identified skills across different workforce segments: (a) seasonal workers, (b) entry-level workers, (c) supervisors, and (d) managers. Descriptive statistics, including frequency counts, means, and standard deviations, were used to analyze the responses. Employer ratings for skill needs were weighted against the number of workers employed in each workforce segment. Key non-technical skills such as communication, teamwork, problem-solving, and cross-cultural competence were found to be in high demand, particularly among seasonal and entry-level workers. However, there is a significant gap between the importance of these skills and their prioritization in accredited training programs. Addressing this gap is crucial for investing in a skilled and adaptable agricultural sector that is competitive and sustainable. The theoretical understandings derived from this study's results warrant further research and replication in diverse commodity sectors and locations within Australia and internationally. [ABSTRACT FROM AUTHOR]

The earliest record of pineapple plants being grown around Sydney in the British colony of New South Wales was that of Governor King in 1803. However, the climate of a new northern settlement at Moreton Bay (later Brisbane) soon proved to be far more conducive to growing the fruit. Pineapples prospered for over 50 years around Brisbane until a mysterious disease appeared in the late 1890s. In April 1891, Professor Edward Shelton, an American who had been appointed as the Queensland government's first Instructor in Agriculture, was the first scientist to inspect the affected crops and concluded that the disease was caused by a fungus. In the following year, Shelton, Henry Tryon (then assistant curator at the Queensland Museum) and others again inspected the diseased pineapple crops. Tryon described the symptoms in detail as well as spores which were composed of two rounded elements, each having a double contour (chlamydospores). There is no doubt that the disease was caused by the oomycete Phytophthora cinnamomi that was described decades later. In 1897, Shelton was passionate about agricultural education and was appointed as the first principal of the Gatton Agricultural College, but his disciplining of some students of the college led to his forced resignation just 18 months later. In the early 1890s a serious mystery disease appeared in pineapple plantations around Brisbane, Queensland. The American-born Professor Edward Shelton, Queensland's first instructor in agriculture, Henry Tryon, assistant curator at the Queensland Museum, and others inspected diseased plants and concluded that the disease was caused by a fungus, later identified as the oomycete Phytophthora cinnamomi. Shelton went on to become the first principal of the Gatton Agricultural College, but was forced to resign after severely disciplining some of the students. Photograph by an unknown person. [ABSTRACT FROM AUTHOR]

The experiences of Black faculty as leaders and administrators in the field of agriculture have not been widely studied nor reported. The goal of this research focused on Black faculty leaders' experiences in agriculture to gain firsthand insights regarding the enhancement of diversity, equity, and inclusion within agricultural higher education. The central research question guiding the study was: What are the experiences of Black faculty leaders at Colleges of Agriculture at Predominantly White Institutions (PWIs)? Counter-storytelling was used to explore the personal narratives of eight participants. These experiences fall within the tenets of Critical Race Theory. Three primary themes emerged: Navigating Leadership: Microaggressions in the Midst; Inequities: Is Everyone Really Equal; and Isolation: The Lone Ranger. Findings of this study hold valuable implications for practitioners, policymakers, and academic institutions seeking to enhance diversity, equity, and inclusion within agricultural higher education. Recommendations for policy and practice include providing support for leadership mentoring and professional development, conducting robust research on the intersection of race, ethnicity, and gender for faculty of color, and establishing collaborative initiatives between academic institutions, industry partners, and community organizations to address historical disparities and stimulate interest in agriculture among Black communities. [ABSTRACT FROM AUTHOR]

In the last decade, rural youth worldwide have grappled with a crisis marked by limited economic opportunities, inadequate services, and underdeveloped infrastructure in their home communities. This has driven a significant uptick in rural-to-urban migration, especially among young people in developing countries. Despite its lower urbanization rate compared to neighboring nations, Ecuador has seen a consistent rise in rural-to-urban youth migration. This trend is primarily attributed to environmental degradation, community conflicts, and rural areas' lack of educational and employment prospects. This study investigated the migration intentions of high school students in rural Ecuador, specifically those enrolled in agricultural and non-agricultural programs. The findings reveal that agricultural programs significantly influence youth migration intentions. Those in agricultural programs express an inclination to migrate. Moreover, students who have migrated before are more likely to migrate. These results underscore the importance of tailoring educational initiatives to inspire youth to explore opportunities within their rural communities. Future research should delve into the perspectives of rural youth and evaluate the effectiveness of agricultural education programs, contributing to a more comprehensive understanding of rural development and strategies for retaining youth in rural areas. [ABSTRACT FROM AUTHOR]

There is a critical need for widespread information dissemination of agricultural best practices in Africa. Literacy, language and resource barriers often impede such information dissemination. Culturally and linguistically localized, computer-animated training videos placed on YouTube and promoted through paid advertising is a potential tool to help overcome these barriers. The goal of this study is to assess the feasibility of reaching language-diverse populations in Africa using this new type of information dissemination channel. As a case study, cost estimates were obtained for YouTube ad campaigns of a video to prevent post-harvest loss through safe food storage using sanitized jerrycan containers. Seventy-three video variants were created for the most common 16 languages in Ghana, 35 languages in Kenya, and 22 languages in Nigeria. Using these videos, campaigns were deployed country wide or focused on zones of influence that represent economically underdeveloped regions known to produce beans suitable for jerrycan storage. Using data collected from YouTube ad campaigns, language-specific models were created for each country to estimate how many viewers could be reached per US dollar spent. Separate models were created to estimate the number of viewers who watched 25% and 75% of the video (most of video without end credits), reflecting different levels of engagement. For language campaigns with both country wide and zone of influence areas of deployment, separate region-specific models were created. Models showed that the estimated number of viewers per dollar spent varied considerably amongst countries and languages. On average, the expected number of viewers per dollar spent were 1.8 (Range = 0.2–7.3) for 25% watched and 0.8 (Range = 0.1–3.2) for 75% watched in Ghana, 1.2 (0.2–4.8) for 25% watched and 0.5 (Range = 0.1–2.0) for 75% watched in Kenya, and 0.4 (Range = 0.2–1.3) for 25% watched and 0.2 (Range = 0.1–0.5) for 75% watched in Nigeria. English versions of the video were the most cost-effective in reaching viewers in Ghana and Nigeria. In Kenya, English language campaigns ranked 28 (country wide) and 36 (zones of influence) out of 37 analyzed campaigns. Results also showed that many local language campaigns performed well, opening the possibility that targeted knowledge dissemination on topics of importance to local populations, is potentially cost effective. In addition, such targeted information dissemination appears feasible, even during regional and global crises when in-person training may not be possible. In summary, leveraging multilingual computer-animations and digital platforms such as YouTube shows promise for conducting large-scale agricultural education campaigns. The findings of the current study provides the justification to pursue a more rigorous prospective study to verify the efficacy of knowledge exchange and societal impact through this form of information dissemination channel. [ABSTRACT FROM AUTHOR]

This descriptive study explored the science literacy of secondary agricultural education students in the context of Genetically Modified Organisms (GMO). Forty-nine students from Oklahoma were asked of their opinion of GMO products and were then asked to provide a description of how genetic modification occurred. The interviews were recorded and then observed in order to determine students' dimension of scientific literacy as defined by Bybee (1997). A criterion-referenced exam was also administered to assess student's knowledge of GMOs. It was found that students had very little knowledge in both the agriculture and science of GMOs. The overwhelming majority expressed they would consume GMO products, but had an invalid, or no, theory to support that decision. These results are concerning when viewed in relation to the multitude of research indicating that agriculture, as the context for science, leads to critical thinking and depth of understanding. It was recommended that teachers of both science and agriculture focus more on the application of key concepts to develop critical thinking and scientific literacy. [ABSTRACT FROM AUTHOR]

Agriculture is a significant contributor to the global economy and critical for future food and fibre production. To maximise the industry efficiencies and improve sustainability, a knowledgeable workforce is essential. Today's school-aged youth will be the next generation agriculture workforce. However, there is concern that today's youth are more detached from agriculture than ever before, viewing the industry as an unattractive career prospect and possessing low levels of agricultural literacy. Using a qualitative approach, this research presents the results from an open-response survey item asking Australian primary and secondary students to 'list three words you think of when you hear the word 'agriculture''. Focus groups with Australian primary and secondary teachers were also conducted to explore these findings. Overall, students appear to have what can be described as a conventional understanding of agriculture as it relates to traditional farming, particularly animal production. However, students appeared to have a lower level of understanding and perception of the industry in less-traditional settings, including modern careers and the technologies involved. Improved agricultural education in Australia, including both formal and informal programs on possible career paths and technology adoption in the industry is recommended to support knowledge development of the modern sector to attract the next generation workforce. [ABSTRACT FROM AUTHOR]

STEM (Science, Technology, Engineering, and Mathematics) education is becoming an integral part of modern agricultural education. If the integration of STEM into agricultural education is to succeed, it is vital that educators feel confident in their ability to teach such material. This study examines Mississippi and Tennessee agricultural educators' personal teaching efficacy towards STEM subjects. Analysis indicated that educators felt most confident in their ability to teach science, followed by technology, mathematics, and then engineering. Recommendations for future research and practice include exploring agricultural educators' perceptions of and methods for teaching engineering, understanding the experience of minorities in STEM, and developing new courses for STEM-enhanced postsecondary agricultural educator preparation programs. [ABSTRACT FROM AUTHOR]

In 2013, Kovar and Ball published a literature review on the agricultural literacy research conducted from 1988 to 2011. As a result of their study, they located 49 articles published in that time frame. Since then, agricultural literacy research has been designated as the number one priority by the American Association of Agricultural Education's (AAAE) National Research Values in 2011, 2016, and 2023; several more studies have been published in response to this call. A recent synthesis of the literature was conducted in order to gain insight on the trajectory of agricultural literacy research within our field from 2011 to 2022. The research team determined that there was an increase in articles published since 2011 and that studies have been expanded to consider new methods and audiences to conduct more robust agricultural literacy research. This increase in agricultural literacy research needs to continue to follow a positive trend, especially since the U.S. population has not demonstrated higher agricultural literacy levels yet (Bradford et al., 2019; Longhurst et al., 2020). [ABSTRACT FROM AUTHOR]

Researchers have reported that participation in agricultural education reinforces STEM concepts. The use of projects is common in agricultural education. However, the foundational understanding of certain tenets of project use is not clear. A quasi-experimental study was conducted to test the effects of project authenticity on learning. AFNR students (N = 219) were sampled and assigned as a cohort to one of four treatments. Treatments were project types which varied in their degree of project authenticity. During analysis, it was apparent that the intended project variable of authenticity had less effect on the outcomes than other factors. An analysis of covariance was used to test the effects of perceived novelty on change scores in a pre-post quasi-experimental design. A test of project type groups, which varied on novelty, yielded statistically significant results (p < .05) with small effect size (ω² = .04). A Pearson Chi Square was calculated to determine if a relationship between novelty and project type existed and determined to be significant, X² (12, N=152) = 22.35, p = .034. A pairwise comparison was calculated to compare levels of novelty to determine where the variation existed. Students with novelty level 4 had statistically different change scores than those at novelty level 2 (p =.006) and students with novelty level 4 were different from those with a novelty level 5 (p = .012). Students with less familiarity with the project (a more novel project) showed more improvement on the science exam. [ABSTRACT FROM AUTHOR]

Agricultural education teacher preparation programs constantly attempt to keep pace with 21st-century agriculture and provide relevant pedagogical and content training for pre-service teachers. The National Research Council urged land-grant universities to focus on the needs and demands of students. This study aimed to identify Iowa State University pre-service teachers' training needs related to the General Program Standards for Agricultural Education. The General Program Standards for Agricultural Education, developed by the Iowa Governor's Council on Agricultural Education, served as a guide for assessing the areas of pre-service teachers' training needs. The survey instrument was comprised of 37 items; 29 items served to assess the training needs of the pre-service teachers, seven multiple choice and short-answer items sought to determine the demographic (i.e., age, academic classification, and biological sex) and background characteristics (i.e., engagement in secondary-based agricultural education, interest in teaching various content areas) of the pre-service teachers. [ABSTRACT FROM AUTHOR]

This study attempts to determine a set of characteristics for each educational component in the competence-based agricultural education system. This study reviewed 95 articles published in four relevant scientific journals to determine the characteristics of a competence-based higher agricultural education system. These characteristics were determined based on competence-based education principles. Findings: The results of this review indicated that, based on the CBE principles, the competencies for agricultural educational components identified in the reviewed articles could be summarized in 22 categories. Practical implications: The main practical implication is that the universities can consider the results of this study as a set of guidelines in the admission of qualified learners and educators, revising curriculum and organizing dynamic learning environment in line with the CBE characteristics. Theoretical implications: The results of this study could take CBE principles one step further in that, determining characteristics of a competence-based higher agricultural education system can be a guideline on how these principles could be implemented in an education system. Originality/value: This study is original because it tries to bring CBE principles as a valuable theory into practice by the agricultural education systems. [ABSTRACT FROM AUTHOR]

This study investigates the optimization of VR simulation interfaces for agricultural machinery, emphasizing the critical role of skill development and targeted education in enhancing agricultural efficiency. By utilizing eye-tracking technology, the research evaluates user experience (UX) across two menu designs - panel and radial -in VR settings. Results highlight the significance of intuitive menu design in facilitating user navigation and information access, with the panel menu outperforming the radial menu in usability. Despite some preferences for the radial menu's features, the panel menu is favored for its user-friendly design and ease of access, particularly in agricultural simulations. The findings suggest that effective VR interface design, supported by focused training, can significantly improve operational efficiency in agriculture. [ABSTRACT FROM AUTHOR]

Improving the quality of higher education is one of the priority areas worldwide. Transferable competences acquired during studies play a key role in student employment in the labor market. This study aims to compare, through transversal research, the eight transferable competences required by the labor market across occupational sectors, with the degree of satisfaction with their acquisition by university students in agricultural fields of study in Cambodia. This aim makes it possible, in particular, to identify the educational gap in university preparation for the profession. The data were collected from 439 respondents using a self-evaluation questionnaire. The Kruskal–Wallis test was used to test the significant difference of each transferable competence associated with respondents' sociodemographic characteristics (gender, field of study, and year of study). The results showed that the highest levels of student satisfaction with sense of responsibility and teamwork and least recognized working with digital technologies and communicating in foreign languages as competences. Additionally, the degree of satisfaction with transferable competences increases among students of later years. This is the first study of transferable competences in Cambodia, allowing a clearer view of education in an Asian environment. Implementing transferable competences in curricula will increase graduates' employability and strengthen the country's economic growth. [ABSTRACT FROM AUTHOR]

Agriculture plays a significant role in food security and economic development while environmental education puts an emphasis on ensuring a healthier place to live with. This study seeks to determine the family's engagement in agricultural promotion and environmental protection in one Sitio of Sagay City, Negros Occidental. A quantitativedescriptive method utilizing survey questionnaire was administered to 51 families during the last semester of 2021-2022. The families are moderately promoting agriculture while well-engaged in environmental protection. No significant difference exists in promoting agriculture as to profile except for the educational attainment of the mother and the father. The participants' profile does not influence the family's engagement in environmental protection. Results disclosed that families vary in their engagement in promoting agriculture and environmental protection. A comprehensive sectoral partnership plan and program may be implemented for sustainable engagement improving societal outcomes and achieving sustainable development goal/s. [ABSTRACT FROM AUTHOR]

Objective: To estimate the incidence rate of tuberculosis (TB) in the Highlands (Tsotsil-Tseltal) region of Chiapas and to analyze sociodemographic factors that might influence the success of anti-TB treatment from the period of January 2019 to June 2022. Methods: Retrospective study in which the TB databases of the National Epidemiological Surveillance System (SINAVE) were analyzed. TB incidence rates were calculated based on the number of registered TB cases and estimated annual populations. The success-failure of anti-TB treatment was analyzed according to sociodemographic indicators, degree of concentration of indigenous population of the municipality of residence and admission to SINAVE. Results: Two hundred thirty-three cases were analyzed. The variables associated to a lower success rate of treatment against TB were: living in a municipality with high-very high concentration of indigenous population, being indigenous, having a primary school education or lower, and agricultural occupation. The number of TB diagnosed from 2020–2022 and the incidence rates from 2020–2021 decreased significantly compared to 2019. Conclusions: It is necessary to strengthen the follow-up of TB cases in the region, mainly in areas with high-very high indigenous concentration, in people with low levels of education and engaged in agricultural work. [ABSTRACT FROM AUTHOR]

One of the objectives of teaching Agriculture at the secondary school level is to equip learners with practical agricultural skills as it is deemed as one of the most effective solution to unemployment and food insecurity. The school farm facility provides an opportunity for the learners to put into practice the theoretical concepts learned in the classroom. This study aimed at establishing the relationship between selected school farm factors and the acquisition of agricultural skills among secondary school students in Malava Sub-County, Kakamega County, Kenya. The school farm factors were; availability, level of, accessibility, adequacy and utilization. Correlational research design was adopted. A sample size of 180 respondents which comprised of 165 form three Agriculture students and 15 teachers of Agriculture from 15 schools participated in this study. Questionnaires and an observation guide were used as the data collection tools. Chi-square test of independence was used to analyze the findings of this study aided by the Statistical Package for Social Sciences (SPSS) version 26. The study established that among the school farm factors, only level of utilization and level of adequacy have a significant relationship to the level of skill acquisition among the students. [ABSTRACT FROM AUTHOR]

Professional farm managers use both work experience and higher education to develop skills necessary for the changing needs of modern agriculture. We asked professional farm managers their perspectives on the essential topics, skills, and competencies that should form the core of farm management education. Results suggest that, in addition to financial analysis and general economics, farm management education needs to focus on “soft skills” such as communication with clients and landowners, negotiations, and relationship management. [ABSTRACT FROM AUTHOR]

Teacher recruitment and retention in the United States has been deemed an issue across all disciplines and grade-levels. School-based agricultural education (SBAE) is no exception to this issue, where for decades a national shortage of qualified agriculture teachers has persisted. According to the 2021 Illinois Agricultural Education Annual Report, there were 84 open SBAE teaching positions in 2020 with only 36 graduates from university agricultural education teacher preparation programs. This lack of qualified teachers has forced many Illinois SBAE programs to either hire provisional teachers or shut down completely. The purpose of our qualitative study was to examine factors that influenced current SBAE teachers with no SBAE background to major in and pursue a career in the agricultural education profession. Using a phenomenological approach, semi-structured interviews were conducted with current SBAE teachers that never participated in a SBAE program. Open coding was used to reveal themes based on the research objectives and interview questions. Common themes revealed influences including possessing an agricultural background, taking agriculture coursework in college, growing up in a family of teachers, and having the career suggested to them. Findings from this research will be useful in developing agriculture teacher recruitment and retention plans with the goal of narrowing the employment gap that has developed from the shortage of qualified SBAE teachers. [ABSTRACT FROM AUTHOR]

While all learning and knowledge can be attributed to experiences, not all experiences are educative. Experiential learning is a highly utilized theory and pedagogical practice in agricultural education and has been since its inception as a discipline. The purpose of this research is to examine the theory of experiential learning as it applies to agricultural education. Therefore, this philosophical discussion aims to continue the work conducted by Roberts (2006), and aid in further understanding the phenomenon of experiential learning. Specifically, this study includes a synthesis of recent empirical research on experiential learning, especially in agricultural education settings. We also offer considerations from seminal literature by experiential learning theorists. A revised process model that emphasizes experiential learning is not a stepwise process is presented. Also, we provide revisions to the model for contextualizing experiential learning. Lastly, we present a holistic model of experiential learning that includes both the process and context of experiential learning. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to conduct an empirical investigation of the theoretical and literature-based constructs related to the adoption of precision agriculture (PA) practices by young farmers. For this research, primary and secondary data are used. The sample includes 220 young farmers. Among the results of this research, farmers are aware of the positive effects of technology systems in agriculture. Also, young farmers seem to be familiar with precision agriculture and have already adopted some of its methods, but the high cost of investment prevents farmers from adopting such technology. Innovative technologies and production methods can help young farmers to be competitive in the worldwide market.